Just a Typical "Core" Day

Check out the pictures below to get a peak into 6th, 7th, and 8th grade core classrooms today, April 6, 2015.

Flyertimes made MAP posters

Making science real:  spinning the globe while it circles the sun (aka, the students)

Research using multiple types of devices:  laptops, tablets, cell phones, and books

How fast can you go 30 yards?  Students chose their method, including walking on their hands.

Preparing for a gallery walk on ecosystems:  each group completes a part fo the whole.

Using manipulatives to study samples in science

Not your typical timelines...

eValuate Reflection

Getting students comfortable with upcoming MAP testing tools

Collaborative work:  applying knowledge of Lewis and Clark in a game

Engaging kids in why we learn

A good tool for "no name" work

Students become "Seedfolks," making their own plants to relate to the text

Science notebooking:  using the scientific process to make conclusions

Getting students to model problem-solving

Pi as decor?  Yep, those links are the "infinity" of pi.

Evaluation skills at work:  matching statements to graphs

What Would It Look Like If It Did Work? (Add Comments of What Works!)

Recently, a teacher asked a student, "Why are you so happy? It's Thursday."  The student replied (I didn't make this up!), "Because today is a Flyertime Day!"  Flyertime continues to evolve to meet the needs of our students, and it's not going away.  Based on what I know about early adolescents and their need for social emotional development, it shouldn't go away.  Our task is to embrace it and help it grow.

Flyertime...I hear the voices, I hear the concerns, I hear frustrations, and I ask you what would it look like if it worked to your vision?

Here's my vision of Flyertime:
A class where students feel a sense of purpose
A class where students can discuss those hot topics relevant to them
A class where students learn to lead and grow with the facilitation of their teacher
A class where we explicitly address character education to make connections within daily life

I recently spoke with a teacher whose Flyertime students enjoy coming to Flyertime each day, who has other students ask if they can join the class.  When asked why, students say "because we get to talk about issues and things important to us."  What's noteworthy is that this environment doesn't take a lot of planning - this teacher checks the Flyertime calendar at 7:30 each morning to get the lesson for the day.

My suggestions for the future:

Kickball:  If your Flyertime doesn't play together as a team, don't play.

Calendar:  Use it to help guide you, but know that you have flexibility to adjust based on your students needs, current events, etc.

Engagement:  Get them moving to ensure participation by everyone.  Use the same engagement strategies you use instructionally.

Routines:  Develop routines where there's clear purpose of each topic and reflection connected to the core values.

Service Learning:  Don't stress about it.  Consider both your and the students' interests, and feel free to connect it to your curriculum.  The options are limitless, and can include service to the building.

I challenge you to share ideas that have worked for you in the comments below.

Getting to Know Lucy at Hixon Middle School

You may have heard the ELA teachers reference Lucy, and when they do, they speak of the guru of literacy instruction, Lucy Caulkins.  Lucy's research and materials have been implemented at our elementary schools over the last few years, and now she is beginning the transition to middle school.

To help us better understand Lucy, we visited Hixon Middle School in Webster to learn about implementation at the middle level.

Check it out....

Anchor Charts = Visual Supports

A Whole Bulletin Board of Anchor Charts

Clear Mini-lesson Norms

Student Input

Clear Learning Targets

Supports for Thinking Skills

Mini-Lesson in Action:  Students Framing an Argument

Students Evaluate and Discuss, Ranking the Top Pieces of Evidence to Support a Claim

Kids There Use String Backpacks too :)

Learning for Life

Check out this great examples of authentic learning in action here at TMS!

Six graders as TV Metereologists!  These small groups of students are researching weather patterns to make weekend predictions.  Stay tuned to hear more from these forcasters.

Taking a walk through the halls of TMS, you can see examples of authentic work.  Whether it's student art for all to enjoy and interpret or it's a reminder of the digital "tatoo" we create, good stuff is happening here at TMS!

Students in Digital Literacy created awareness posters to help other students identify the "dangers" of online use.

Math Lab students identified real world integers:  negative, zero, and positive.  This is how math is real!

This is How We Do It

As we begin to finalize MAP testing schedules, I feel the increase in anxiety.  But, in reality, there's no reason to worry because "this is how we do it" all year long.  Instead, use that anxiety (it's a natural adrenaline rush) to propel you in the final stretch.  Look at these great resources to help you.

Students in the above pictures explored SBAC's practice test to get a feel for the types of questions they would be asked on the upcoming MAP test.  As they reviewed the test, they charted "What do you notice?," "I got this," and "I might struggle with..." to engage with the assessment.

There are many resources that can support us as we continue to transition to these new standards because ultimately that's our purpose:  ensure that students have the grade-level skills they need to be successful as they progress through their educational career and beyone.  It's still true that test scores and data are a symptom of good teaching.

Here's a resource that you may find helpful as you search for innovative ideas to connect new standards to your instruction. The Digital Library can be accessed with my username (tsparks@lindberghschools.ws) and password (truman1), and you can design filters for your content, grade, and so much more to find resources.  I've favorited some that are a natural fit for some curricular areas (not just ELA and math).  To help narrow that field, you can also check out my Pinterest page to see where some of these lessons fit within our curriculum.

Another Station Blog: A Clear Purpose for Stations

As you know it takes a lot of work to design effective stations.  Not only do you need to pull together the instructional resources to make stations relevant, effective, and enriching, but you also need to write clear directions to ensure students can work independently.

To help determine if the time you invest is worth the outcome, ask yourself these questions:

1. Do students need the opportunity to collaborate in small groups for a specific purpose?
2. Do I need to divide resources (i.e., computers or any other limited instructional material)?
3. Do I need to conference with small groups of students on a specific topic?

One of these questions should be a yes in order to validate your time and keep the use of stations a fresh learning experience for kids.

In the below stations, students needed to both conference with their teacher and have access to limited resources.  Check them out...

Students are writing a review of their novel.

Students are watching a video and practicing their use of ellipses...

Students are watching a presentation to help them begin the writing process.

Students are practicing the answering questions online from the SBAC site, providing feedback on the process.

Students are conferencing with their teacher and setting personalized writing goals based on the rubric.

In this next series of pictures, students have specific collaborative roles as they review primary documents.

Students are either the fact finder or write from the perspective of those in favor or against internment.

Primary resources are analyzed based on the student's role.

Students take notes and share their findings with the group.

When discussing, they learn about the various perspectives of history.

There's more than one way to skin a cat

I spend time in our classrooms, I'm continually impressed with the lesson design that engages kids and demonstrates our collaborative spirit.  In the below pictures, you see 2 different teachers who have co-designed a station activity to build understanding and application of pronoun usage.  Notice, however, that despite the same stations, the implementation is unique to each teacher and all of the methods engage students in learning this necessary skill.

Classroom One:  teacher facilitates students to identify pronouns in their current book.

Classroom One:  Students apply their knowledge of pronouns with Post-It notes.

Classroom Two:  With the teacher, students read sections of the book and break down pronouns in each sentence, predicting before getting the answers.

Classroom One:  Students roll the dice to find out which pronouns to use.  One student creates a sentence while the group evaluates it.

Classroom Two:  Each student writes sentences before they each share and evaluate.

Classroom One:  Students divide pronouns and sort them based on their usage.

Classroom Two:  Students sort the pronouns and time themselves to build fluency of skill.

Both Classrooms:  Send an email with online links to practice pronoun use.

Both Classrooms:  Finding alternative resources.